1. Rapid Benchmarking at New Zealand’s largest company

    March 18, 2018 by ahmed

    Fonterra plant

    Posted by Dr Robin Mann, CEO, COER and BPIR.com

    Have you undertaken an improvement project and not got the breakthrough you were looking for? Or do you recognise the value of benchmarking but are finding it difficult to get your organisation to commit the time and resource to projects? If you have answered yes to either of these questions you should be considering rapid benchmarking.

    This free report, download here, describes how the TRADE Best Practice Benchmarking Methodology has been used for rapid benchmarking by Fonterra, a multinational dairy co-operative and New Zealand’s largest company. TRADE is a benchmarking methodology consisting of 5 stages; Terms of Reference, Research current state, Acquire best practices, Deploy best practices and Evaluate. The methodology is prescriptive in its approach with 5 to 9 steps for each stage of TRADE. The methodology includes a project management system to guide users through a project.

    TRADE best practice benchmarking methodology

    TRADE best practice benchmarking methodology

    Normally the TRADE Best Practice Benchmarking Methodology is used for projects that require a team approach with projects typically taking 2 to 5 months to identify best practices and develop an implementation plan. The term “rapid benchmarking” is used for Fonterra’s approach as Fonterra uses TRADE to identify best practices and develop an implementation plan within 5 days. The report describes how Fonterra organises the 5 days, provides three case studies showing how rapid benchmarking has been used and describes the success factors for rapid benchmarking.

    Fonterra’s rapid benchmarking approach and its relationship with the stages of TRADE

    Fonterra’s rapid benchmarking approach and its relationship with the stages of TRADE

    For case studies on the standard approach to TRADE refer to how it has been applied within the Dubai government. Our free book can be accessed here – Achieving performance excellence through benchmarking and organisational learning – 13 case studies from the 1st cycle of Dubai We Learn’s Excellence Makers Program.

  2. Dubai Health Authority reveals results of Happiness Prescribing Program’s pilot phase

    March 15, 2018 by ahmed


    One of the ambitious projects of Dubai We Learn initiative is Dubai Health Authority project “Prevention better than Cure”. The aim of the project is to develop and start implementing Dubai Diabetes prevention framework based on worldwide best practices to reduce the prevalence of Diabetes from 19.3% to 16.3% in 2021.The Dubai Health Authority (DHA) revealed the results of the trial phase for the Happiness Prescribing Program during its participation in the UAE Innovation Month 2018.

    The Happiness Prescribing Program was launched by the authority with the aim of identifying and implementing prevention programs among pre-diabetics and persons with high risk factors by not only prescribing medication, but also prescribing nutritional and physical programs.

    Dr Hanan Obaid, Consultant Family Physician and Head of Acute and Chronic Diseases said this program is a pioneering model of community health care for the prevention of diabetes in the Emirate of Dubai. She said that adopting a new approach that does not depend on prescriptions, but goes beyond that to be an integrated behavioral, social and psychological treatment in line with the vision of the UAE and the Dubai plan 2021 and the Dubai Health Authority strategy on Prevention & Healthy lifestyles, and participation in the Dubai Government Excellence Program “Dubai We Learn”.

    The six-month trail phase, which was implemented at Al Barsha and Nad Alhamar Health Centers with the participation of Dubai Ladies Club, Bel Remaitha Club for Men and Sharjah University was conducted on 43 participants of women 25 and men 18.

    Dr Obaid said the specialist doctor offered them a comprehensive health survey and conducted the necessary tests then followed by the nutrition and health education, in addition to the various sports classes and sessions, which were provided for the participants by Dubai Ladies Club, Bel Remaitha Club. Moreover, The University of Sharjah has reviewed and approved this new methodology for the prevention of diabetes.

    “The results found that participants achieved good rates of weight loss ranging from 7 to 11 kg during the past six months, in addition to the risk reduction of diabetes during the next 10 year as follow: 13% risk reduction from severe to intermediate risk & 7% risk reduction from intermediate to low risk in women group. It also has 7% risk reduction from high to moderate risk in men group adding that participants expressed their happiness and satisfaction with this program as diabetes has a negative impact on individuals and society as well as the health sector due to the increase in expenditure for treatment of the disease and its complications,” she said.

    The World International Diabetes Federation (IDF) found that the average expenditure on diabetics in the UAE is estimated at 9.8 billion dirhams annually, and the percentage of diabetic patients in UAE about 17.3% in 2017, which is considered a high percentage compared to other countries. In the Emirate of Dubai, the percentage of people with diabetes was about 15.2% and the percentage of people at risk was 15.8% according to the results of the 2017 Dubai Diabetes Household Survey.

    “The goal of this program is to reduce the incidence of new cases of diabetes in the society of Dubai among the high risk groups who have risk factors such as: overweight and obesity, lack of physical activity, unhealthy food, and family history of diabetes, stress and smoking,” she said.

    The happiness-prescribing program is now electronically connected with the DHA Hayati Application, which will include the evaluation of diabetes at risk and determine the possibility of exposure to diabetes during the next ten years. It will then link it to a new services called Lifestyle clinics, which will be an Innovative solution to prevent diabetes by having a network of a multidisciplinary team (including a doctor, dietitian, health education specialist, and sports clubs).

  3. The sixteen golden traits

    by ahmed

    16 golden traits

    By H. James Harrington

    Recently, I was searching for a specific quote from a past IBM president. In trying to find the quote, I pulled out The Quality/Profit Connection, a book I had written 30 years ago. It included a series of interviews with the CEOs and presidents of 3M, AT&T, Avon, Corning Glass, Ford, General Dynamics, General Motors, HP, IBM, Motorola, and North American Tool and Die. After reviewing these leaders’ comments, I summarized the traits of a successful company, which I called “The Sixteen Golden Traits.” Looking back on this list three decades later, it’s interesting how little has changed in the business world with regards to quality and performance improvement. It is important to remember: These conclusions describe the important trends which developed in companies that had been recognized as successfully implementing performance improvement approaches around the world in the 1980s.

    The Sixteen Golden Traits

    1. Close customer relationships.
    Successful organizations maintain close personal contact with their customers to ensure a full understanding of the customers’ changing needs and expectations. When problems arise, they react quickly, pouring oil over troubled waters.

    2. Concern for the individual employee.
    These organizations respect the individual’s rights and dignity, realizing that the company succeeds only to the degree that the individual succeeds. They respect the individual’s thoughts and ideas, realizing that he or she has more to contribute to the company than just physical labor. They not only encourage the participation of the employee, they require it. They look at the individual as part of the solution to their problem, not as the problem.

    3. Top management leadership of the quality process.
    Members of the organization’s top management have accepted their role in leading the quality activities of the company. Support groups such as qualityassurance offer advice, research problems, and provide data. But the company president sets the direction and establishes the standards. These presidents realize that their company is an image of themselves, and they understand that they must set the personal quality example.

    4. High standards.
    These organizations set extremely high standards for their products, services, and people. They strive to set the standard for their industry and are dissatisfied if they are not No. 1.

    5. Understanding the importance of the team.
    Successful organizations use teams to unite the company, improve working relationships, and improve morale. They understand that only management can solve 85 percent of the problems and that the employee teams are needed to address the other 15 percent.

    6. Effort to meet and exceed customer expectations.
    They are not satisfied with state of the art, and are always trying to provide better products and services to their customers and at lower cost. They understand their customers’ needs and go beyond them, realizing that simply fulfilling the customers’ needs will not capture future sales. They want their output to be valued by their customers.

    7. Belief that quality is the first priority.
    When a compromise between quality, cost, or schedule must be made, quality is never compromised. Successful organizations realize that poor quality causes most of their cost and schedule problems, and if they focus their attention on the quality problems, their cost and schedule problems will take care of themselves. They also realize that the quality personality of the company is extremely fragile, particularly during the change period, and that even the smallest compromise in quality can set back progress many years.

    8. View of business for the long term.
    Top management realizes that the important objectives are directed at the long-term survival and prosperity of the company. They give priority to long-range plans that will build a product and customer base, paying secondary attention to quarterly and yearly reports. They measure their success by their company’s long-term growth, not by short-term fluctuations, over which they often have little or no control.

    9. Sharing of prosperity with the employees.
    Successful organizations view employees as partners and establish programs that directly relate the success of the company to the employees’ earnings and their contributions. Programs like gain sharing, suggestion, and pay for performance are key parts of the employee benefit package.

    10. Management and employee education.
    They realize that education is not expensive; it is ignorance that is costly. These organizations realize that everyone is responsible for quality and that everyone needs education related to the quality tools if they are to meet this responsibility. As a result, heavy focus on quality education has been directed at the management team and key professionals. At the employee level, education has been directed at problem-solving methods and job training.

    11. Management leadership rather than supervision.
    They know that management must be leaders of the employees, rather than dictators. It is much easier to pull a string in the desired direction than to push it. For management to assume the leadership role has not been easy, and many of the companies are still working on this change in their company personality. After all, for the past 40 years we have trained our managers to be attack dogs, and now we want them to be purring kittens.

    12. Investment in the future.
    Research and development means investing in the future of the company. It ensures a steady flow of products and ideas needed to meet the expectations of the future market. Along with the need for research, a parallel need is providing employees with equipment that pushes the state of the art and allows them to perform at their very best. Companies that realize this have prospered. Those that have not, have failed or will eventually fail.

    13. Focus on the business system.
    They realize that the only way to prevent errors from occurring is by correcting the business system that controls the company activities. Employees work in the business system, while managers must work on the system.

    14. Recognition systems.
    Successful organizations realize that recognition takes many forms: financial, personal, and public. They have established a recognition system with many options to ensure that it meets the total needs of employees and management. A pat on the back is good, but sometimes a pat on the wallet is more appropriate. On other occasions, a personal letter sent to the employee is the best action.

    15. Employee involvement.
    They go out of their way to make all the employees feel that they are part of the business and that their contributions are important. They take time to involve the employees in their long-term plans and report progress back to them periodically. They make them part of the company by providing such things as a stock-purchase plan or gain sharing. They provide the employees with opportunities to meet and understand customers, the ones who receive their output. Sometimes a customer is outside the company, but more often it is another company employee. It’s not easy to care about customers when you never see or hear from them, but if the customer is the person who sits behind you or in the next office, the concept of customer satisfaction becomes a much more personal issue.

    16. Decreased bureaucracy.
    Management continually works at making all decisions at the lowest level. Maximum authority is given to each level of management. Checks and balances are used, but only when absolutely necessary. Management realizes that bureaucracy tends to work its way into the business systems, and they are continuously vigilant to minimize its impact.

    In summary
    We talk a lot about how things have changed, but the basic things that make for a successful organization have not changed. Fundamental tenets, such as respect for the individual, doing our best all the time, understanding our customer, investing in our employees, being honest, and finding win-win solutions, are as important today as they were in the 1980s—and perhaps even more important today.

    Yes, things may move faster. We may have more competition, but we also have more opportunities. We can’t let the rush of today set aside these very important basic values or we all will fail.

    Extensive research indicates that improved perceived product quality and reliability are the most effective ways to increase profits and the most important factors in the long-term profitability of a company. We need to ask ourselves if approaches like total quality management, Six Sigma, lean, ISO 9000, benchmarking, and business process improvement are the ways to accomplish our objective when the basic problems have not changed in the last 30 years promoting them. I agree it is a long road to excellence but shouldn’t we have accomplished more in the last 30 years? It’s time for some new, innovative thinking to accomplish much more in the next 30 years than we have in the last 30 years.

    In the early 1980s, IBM was rated as the most admired company in the world by Fortune magazine. Fortune’s February 2, 2018 issue listed the world’s most admired companies today. Apple took the top spot, directly followed by Amazon. IBM was rated 35 out of the top 50 companies. IBM was ranked 24 th last year—a drop of nine positions in just 12 months.

    We need to ask ourselves: What are Apple and Amazon doing that IBM is not doing? Maybe we need to ask the question turned around: “What is IBM doing that Apple and Amazon are not doing?”

    Creative, innovative systems will provide your company with the competitive edge to put it ahead of the pack. We cannot hope to succeed by taking the same old technology, renaming it, and thinking we are doing something new and innovative. Don’t be left at the starting gate. The only way we can do it is by working together and never being satisfied with how good we are. The race is not over yet. Remember, you can’t win today’s race with last week’s press clippings.

  4. The Baldrige award-winning university or the runaway elephant?

    March 9, 2018 by ahmed
    Cord, the zoo escapee, arrives on the campus of UW-Stout in 2002

    Cord, the zoo escapee, arrives on the campus of UW-Stout in 2002

    Originally posted on Blogrige by Christine Schaefer

    Take your pick of two stories here: how the University of Wisconsin-Stout continues modeling key concepts of the Baldrige Excellence Framework since winning the nation’s most prestigious award for organizational excellence 17 years ago. Or how an elephant ended her escape from the zoo at the campus of the high-performing university-perhaps also inspired to take a journey to excellence.

    If you’re eager to find out about the elephant, read on. First let’s focus on the role-model public university. In recent years, we have posted two interviews of UW–Stout leaders to share updates on the organization’s use of the Baldrige framework to improve and excel. Those previous blogs highlighted the organization’s innovative strategic planning process and its annual campus engagement process (“You Said, We Did”) that celebrates faculty and staff members’ improvement ideas.

    At the Baldrige Program’s upcoming Quest for Excellence® Conference in Baltimore, MD, presenters from the UW–Stout will again present their best practices based on the Baldrige Excellence Framework/Education Criteria for Performance Excellence. Responding to a few questions about that presentation, Amanda Brown, Meridith Wentz (formerly Drzakowski), and Andrei Ghenciu jointly conveyed the information below.

    Brown is a professor in UW–Stout’s Department of Communication Studies, Global Languages, and Performing Arts and a member of the university’s Strategic Planning Group; she applies the Baldrige Education Criteria for Performance Excellence to ensure continuous improvement of instruction. Andrei Ghenciu, PhD, is an associate professor of mathematics in the university’s Department of Mathematics, Statistics and Computer Science; and Wentz is an assistance chancellor in the university’s Department of Planning, Assessment, Research, and Quality. Wentz has served since 2011 on the national board of examiners for the Malcolm Baldrige National Quality Award and has been a senior examiner since 2014; she has presented UW-Stout’s approach to data-based decision making at numerous institutional research, assessment, and Baldrige conferences.

    Would you please briefly describe what attendees will learn at your organization’s session at the Baldrige Program’s upcoming Quest for Excellence Conference?

    Brown, Wentz, and Ghenciu:
    Higher education institutions often lack systematic processes to use their data to build new knowledge to use in strategy development, a challenge frequently faced by any type of large organization. The upcoming presentation by Dr. Jeff Sweat, Dr. Amanda Brown, and Dr. Andrei Ghenciu from the University of Wisconsin–Stout (UW–Stout) will share how our 2001 Baldrige Award-winning university has used the Baldrige framework to create a systematic framework for aligning data, strategic planning, and decision making. Specifically, Drs. Sweat, Brown, and Ghenciu will provide examples of how our university applies the Baldrige framework to both academic and administrative processes, as well as how we use a balanced scorecard to compile and communicate institutional data to aid in our strategic planning process.

    What are some examples of how your university benefits from this concept?

    Brown and Wentz:
    The University of Wisconsin–Stout applies the Baldrige Criteria in a variety of areas that benefit the organization. Specifically, the Baldrige framework has helped the university streamline and focus metrics, provide a mechanism to integrate suggestions and feedback from all sectors within the organization, and facilitate communication and professional development.

    One such example is the university’s continual assessment of courses and academic programs as well as the non-academic units that support the university, such as financial aid and university housing. Recently, those involved in submitting reports assessing those areas provided input about that process. Specifically, feedback indicated that reports could be streamlined and done more frequently as well as better integrated into existing processes. University administrators reflected on this information and integrated the feedback about the deployment of those assessment reports into the university’s processes, which helps internal stakeholders feel heard and valued.

    Please share your top tips for introducing or sustaining use of the Baldrige Excellence Framework (which includes the Criteria for Performance Excellence) to promote an organization’s success?

    Wentz and Ghenciu:

    1. Start small. You can introduce the Baldrige framework into one process within one unit of the organization. You don’t need to start with the intent that you are planning to apply for the award.
    2. Connect with someone who has experience with the Baldrige framework. In UW–Stout’s case, we were introduced to the framework by a person who was on our alumni board and was also serving as a judge for the Baldrige Program. He helped explain how using the framework would add value to our institution, and he also helped us understand that our values were already in alignment with the Baldrige framework.
    3. Emphasize the non-prescriptive nature of the framework. Communicate to everyone in the organization that adopting the Baldrige framework is about focusing on performance excellence and enhancing processes that align with areas of importance to the institution. It is not about introducing new reporting requirements, producing lengthy reports, or telling people how they should be doing their jobs.

    What do you view as key reasons or ways that organizations in your sector can benefit from using the Baldrige framework?

    Wentz and Brown:
    Public funding for higher education is increasingly performance-based, as demonstrated by the fact that performance-based funding initiatives exist in 32 states and are being developed in an additional six states. However, there are limited models for managing performance-based funding effectively and limited models that align metrics with areas of importance to the institutional mission, vision, and values. Additionally, institutions use data and information to demonstrate accountability to the students and the public; however, the number of accountability initiatives and metrics continues to grow, making it difficult to know which data are important. The Baldrige framework offers a roadmap for identifying key organizational characteristics, aligning them with processes and results, and focusing on success.

    Further, not only does the University of Wisconsin–Stout apply the Baldrige framework to specific academic and administrative processes, but it also utilize the framework to make students and university employees feel valued and included. For example, the university revamped its processes for obtaining input and feedback from students and employees. Formerly “listening sessions,” the new “Engagement Sessions” are open to everyone and very well-attended. Ideas, suggestions, and even complaints are recorded and then integrated into the strategic planning process.

    Traditionally, strategic planning and assessment are considered administrative functions. However, the University of Wisconsin–Stout includes a variety of voices in the strategic planning process in addition to administrators, such as students, university staff, faculty, and external stakeholders. The university does not just include faculty in strategic planning meetings and assessment process though; it also seeks to involve them in professional development opportunities, such as the Baldrige Quest for Excellence Conference, to include their voices and perspectives. This approach to include more voices and perspectives in the strategic planning process not only increases the quality of the planning process but also builds morale and starts to build bridges among the various silos that are often a hallmark of organizations like universities.

    What would you say to a group of college students (particularly those pursuing graduate studies for a career in higher education) about the Baldrige framework?

    I would tell the students about the core values of the Baldrige framework, and I would emphasize and ethics and transparency. I think that, very early in the career of someone in higher education, respect for ethics and transparency is essential and any wrong step in this direction (e.g., plagiarism, incorrect results submitted for publication, not giving the correct references, etc.) could take years to be fixed. Ultimately, failing to act with ethics and transparency would lead to a lack of respect from one’s peers, and it would make it almost impossible for the individual to promote and publish his or her work.

    Visionary leadership is inspiring. Inspiration takes place in poetry, music, mathematical research, and any area in higher education. Following visionary leadership or being a visionary leader could be great ingredients for success.

    Last, but not least, I can’t speak enough about valuing people. It is a core value that we should integrate in every single other core value of the Baldrige framework. Valuing your colleagues, your leader, and most important, your students is a vital recipe for success.

    When did you first hear about the Baldrige framework? What were your initial thoughts or “aha” moments as you began learning about it?

    When I was hired as a faculty member at the University of Wisconsin–Stout in 2005, I often heard about the Baldrige Award. But I did not learn about the award criteria until much later, as I began to learn about academic assessment and strategic planning as a tenured professor. Although I knew that this award was presented for quality, learning that the focus of the award was for the organization’s processes in addition to outcomes demonstrated to me a commitment to continual reflection, learning, and improvement. I find the University of Wisconsin–Stout’s commitment to integrating as many voices as possible into that process of continual development inspiring. Everyone—including students, the faculty, the support staff, administrators—are invited to provide feedback, and that feedback is actually used.

    I first heard about the Baldrige framework when I applied to become an assistant professor of mathematics in the Department of Mathematics, Statistics and Computer Science at the University of Wisconsin–Stout in the fall of 2013. Knowing that UW–Stout, as a 2001 Baldrige Award recipient, was the first higher education institution to receive this highest honor, naturally I did more research to find out more about the institution I was hoping to join.

    After I got and started the job at UW–Stout that fall, my interest in the Baldrige framework and its core values grew even higher. One core value of the Baldrige framework that created an “aha” moment for me is that of valuing people. It wasn’t until I received the Research Fellow Award in the fall of 2015, my third year at UW–Stout, that I fully understood how vital this value is. The award that I received had a great impact on my research and on my career; it meant that I had more time to pursue my research projects, and I was able to start at least three as well as finding new collaborators. In addition, as recipient of the university’s Emerging Outstanding Researcher Award in the spring of 2016, I can say that it is a great feeling to work for an institution that values its people—and to really feel like you are valued.

    Do you have any funny story or anecdotes that you’re willing to share about your experience as a Baldrige Award recipient?

    Brown and Wentz:
    Yes. In 2002, the University of Wisconsin–Stout faced a crisis. Two elephants, Tory and Cord, mother and daughter, escaped from a local circus. Mom Tori was quickly captured, but six-year-old Cord trekked through the city of Menomonie, eluding emergency vehicles. Cord’s chase ended at the UW–Stout campus, where her trainer used a second elephant to calm her.

    Perhaps Cord wanted to visit campus because she knew that UW–Stout had recently overcome its own crises, such as streamlining over 250 performance metrics used in the strategic planning process to a manageable 25 and transitioning from a centralized planning process to one in which everyone has the opportunity to be included. These process changes, in addition to many others, are what led to UW–Stout becoming the first (and still the only) four-year, comprehensive higher education institution to receive the Baldridge Award.

    As if Cord’s high-speed chase (by Asian elephant standards) through the city was not headline-grabbing enough, another 2002 story may have overshadowed UW–Stout’s Baldrige Award win in the media, as well: Luke Helder, the Midwest Pipe Bomber and UW–Stout student, made headlines across the nation when he planted mailbox bombs across the country with the intent to create a smiley face. Thankfully, there were no fatalities in the bombings, and Helder was apprehended before his diabolical plan could be completed. While explosions and high-speed chases will always top the headlines, our hope at UW–Stout is that the legacy of the Baldrige Award and the framework will endure.

  5. Baldrige program again ranked among best for leadership training

    March 8, 2018 by ahmed


    Originally posted on NIST

    The Baldrige Performance Excellence Program will be honored once again in 2018 for providing top-ranked leadership development programs. The Baldrige Program’s training offerings—annual Baldrige examiner training and the Baldrige Executive Fellows Program—were recently selected for 2018 Leadership Excellence and Development (LEAD) Awards for being among the best in the world.“While we are honored and thrilled to once again be recognized as among the top leadership development programs in the United States and across the globe, such recognition would not be possible without the support and engaged commitment of the Baldrige Award recipients and our amazing cadre of volunteers. We believe that the innovation and collaboration of our unique public-private partnership is at the root of such achievements,” said Baldrige Director Robert Fangmeyer.

    Within the LEAD Awards’ education category—with subcategories for “custom content programming with emphasis on human resources” and “custom content programming with emphasis on leadership/organizational development”—the Baldrige Program ranks first and fourth, respectively, for 2018.

    Presented by HR.com, the LEAD Awards recognize outstanding achievements in leadership development and programs in the areas of education, corporate, and individuals on a local to global scale. They have been given out for 35 years and cover more than 30 education-based categories, including master’s and PhD programs, custom content continuing education programs, and mentoring and manager programs. The LEAD judges used websites and customer rankings to make their determinations.

    This year’s award winners are highlighted in the February edition of Leadership Excellence Essentials. The Baldrige Program is the only state or federal government program to be recognized within its LEAD Award categories.

    A press release by HR.com states, “Prestigious leadership awards salute the world’s top leadership practitioners and programs and highlight their roles in developing their most important asset – their people.”

    Since 2011, the Baldrige Program has been recognized numerous times for the quality of its leadership development programs. For example, in 2016 and 2017, Baldrige examiner training was ranked first in its award category, above numerous universities, and the Baldrige Program itself earned recognition for its combined leadership development offerings (including its executive fellows program) by ranking in the top two or top three in all the award categories in which it was eligible. In 2015, before the categories changed to be wholly education-based, the Baldrige Program was ranked first in the government and military category.

    The Baldrige Program is a public-private partnership that raises awareness about the importance of performance excellence and cybersecurity in driving the U.S. and global economy; provides organizational assessment tools and criteria; educates leaders in businesses, schools, health care organizations, and government and nonprofit organizations about the practices of national role models; and recognizes those role models with the Baldrige Award.